International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(4) 135-154

Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class

Ezgi Çetinkaya Özdemir & Hayati Akyol

pp. 135 - 154   |  DOI: https://doi.org/10.29329/ijpe.2021.366.9   |  Manu. Number: MANU-2101-26-0002

Published online: August 08, 2021  |   Number of Views: 259  |  Number of Download: 663

Save PDF

Abstract

The aim of this study was to examine the effect of augmented reality-based reading activities on reading comprehension, reading motivation, attitude towards reading and class participation of fourth grade elementary students, and to obtain the students’ views regarding this. The research was conducted with 54 fourth grade students attending two different classes of a state school with a medium socioeconomic level located in the city centre of the province of Kars during the autumn semester of the 2018-2019 academic year. The quantitative dimension of the study, in which a sequential explanatory mixed design was used, was carried out with a quasi-experimental design with pretest-posttest control group. In the qualitative dimension, however, opinions were obtained by means of semi-structured interviews following the implementation. The semi-structured process lasted for a total of 7 weeks, including a 1-week awareness programme and a 6-week implementation, and during this period, the implementation, which was related to augmented reality-based reading exercises, was carried out with the experimental group. In the control group, however, instruction based on the standard Turkish subject curriculum was carried out. The findings obtained from the quantitative dimension of the study revealed that there was a significant difference between scores of the experimental and control groups in reading comprehension, attitude towards reading, reading motivation and class participation, in favour of the experimental group. Moreover, in the qualitative dimension of the study, the interviewed students in the experimental group generally expressed positive views related to the augmented reality-based reading exercises. The students stated that they were able to use augmented reality easily, and that it had real-like, three-dimensional, entertaining and participative features. Furthermore, the students reported that as well as reading comprehension and reading attitude, it had an effect on their thinking skills, academic development and communication skills.

Keywords: Augmented Reality, Reading Comprehension, Reading Motivation, Reading Attitude, Class Participation

How to Cite this Article?

APA 6th edition
Ozdemir, E.C. & Akyol, H. (2021). Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class . International Journal of Progressive Education, 17(4), 135-154. doi: 10.29329/ijpe.2021.366.9

Harvard
Ozdemir, E. and Akyol, H. (2021). Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class . International Journal of Progressive Education, 17(4), pp. 135-154.

Chicago 16th edition
Ozdemir, Ezgi Cetinkaya and Hayati Akyol (2021). "Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class ". International Journal of Progressive Education 17 (4):135-154. doi:10.29329/ijpe.2021.366.9.
References
  1. Abdüsselam, M., S. (2014). Arttırılmış gerçeklik ortamı kullanılarak fizik dersi manyetizma konusunda öğretim materyalinin geliştirilmesi ve değerlendirilmesi. Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.  [Google Scholar]
  2. Agorou, A., Kallinikou, E., Kyriacou, E., Miltiadous, K. & Nicolaidou, I. (2018, July). The potentıal of augmented realıty books to ınfluence readıng attıtudes of 8-9 year-old chıldren: an exploratory study. Paper presented in 0th International Conference on Education and New Learning Technologies, Palma. [Google Scholar]
  3. Akçayır M. (2016). Fen laboratuvarında artırılmış gerçeklik uygulamalarının üniversite öğrencilerinin laboratuvar becerilerine, tutumlarına ve görev yüklerine etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  4. Bai Z., Blackwell A. F. & Coulouris G. (2013, October). Through the looking glass: pretend play for children with autism. Paper presented in IEEE, Australia. [Google Scholar]
  5. Baker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477., [Google Scholar]
  6. Billinghurst, M. & Duenser, A. (2012). Augmented reality in the classroom. Computer 45(7), 56-63.  [Google Scholar]
  7. Billinghurst, M., Kato H. & Poupyrev I. (2001). The Magic Book-Moving Seamlessly Between Reality and Virtuality, IEEE Computer Graphics and Application, 21(3), 6-8. [Google Scholar]
  8. Cheng, K.H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4), 53-69. [Google Scholar]
  9. Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda (Maryland): National Institutes of Health. [Google Scholar]
  10. Çetinkaya Özdemir, E. & Akyol, H. (2018). The Development of a Reading Comprehension Test. Universal Journal of Educational Research, 7(2), 563-570. [Google Scholar]
  11. Çiftçi, Ö. & Temizyürek, F. (2008). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama becerilerinin ölçülmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 110-129. [Google Scholar]
  12. Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311. [Google Scholar]
  13. Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586- 596. [Google Scholar]
  14. Dünser, A. (2008). Supporting Low-Ability Readers with Interactive Augmented Reality. Annual Review CyberTherapy and Telemedicine, 6, 41-48. [Google Scholar]
  15. Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7-34. [Google Scholar]
  16. Erbaş, Ç. (2016). Mobil artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarı ve motivasyonuna etkisi. Yayınlanmamış Yükseklisans Tezi, Süleyman Demirel Üniversitesi, Eğitim Bilimleri Enstitüsü, Isparta. [Google Scholar]
  17. Gunning, T. G. (2008). Creating literacy instruction for all students. Boston: Pearson Education.  [Google Scholar]
  18. Gün, E. (2014). Artırılmış gerçeklik uygulamalarının öğrencilerin uzamsal yeteneklerine etkisi. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  19. Güneş, F. (2000). Okuma yazma öğretimi ve beyin teknolojisi. Ankara: Ocak. [Google Scholar]
  20. Gürer, M. D. (2013). Utilization of learning objects ın social studies lesson: achievement, attitude and engagement. Yayınlanmamış Doktora Tezi, Orta Doğu Teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara. [Google Scholar]
  21. Han, J., Jo, M., Hyun, E., & So, H. J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455-474. [Google Scholar]
  22. Handelsman, M. M., Briggs, W. L., Sullivan, N. & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192. [Google Scholar]
  23. Hanson, W., Creswell, J.W., Clark, V.L., Petska, K. & Creswell, J.D. (2005). Mixed Methods Research Designs in Counseling Psychology. Journal of Counseling Psychology, 52(2), 224-235. [Google Scholar]
  24. Huisinga, L.A. (2017). Augmented reality reading support in higher education: Exploring effects on perceived motivation and confidence in comprehension for struggling readers in higher education. Doctoral Dissertation, Iowa State University Ames, Iowa. [Google Scholar]
  25. Ibáñez, M. B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13. [Google Scholar]
  26. İbili, E. (2013). Geometri dersi için artırılmış gerçeklik materyallerinin geliştirilmesi, uygulanması ve etkisinin değerlendirilmesi. Doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  27. Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality 10(3), 163-174. [Google Scholar]
  28. Keskin, H. K. (2012). Akıcı okuma yöntemlerinin okuma becerileri üzerindeki etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  29. Kocaarslan, M. (2015). Zihinsel imaj oluşturma öğretiminin 4. sınıf öğrencilerinin okuduğunu anlama becerilerini geliştirmeye etkisi. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  30. Küçük, S., Yılmaz, R., Kara, A., & Avinç, Z. (2014, Eylül). Artırılmış gerçeklik teknolojisinin hikaye kitaplarında kullanımının tutum ve motivasyona etkisi. ICITS’da sunulmuş bildiri, Edirne. [Google Scholar]
  31. Küçük, S., Yılmaz, R., & Göktaş, Y. (2014). İngilizce öğreniminde artırılmış gerçeklik: Öğrencilerin başarı, tutum ve bilişsel yük düzeyleri. Eğitim ve Bilim Dergisi, 39(176), 393–404. [Google Scholar]
  32. Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21. [Google Scholar]
  33. Mahadzir, N. & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in english language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38. [Google Scholar]
  34. Martinez, R. S., Aricak, O. T. & Jewell, J. (2008). Influence of reading attitude onreading achievement: A test of the temporal-interaction model. Psychology inthe Schools, 45, 1010-1022. [Google Scholar]
  35. Matcha, W. & Rambli, D. R. A. (2013). Exploratory study on collaborative ınteraction through the use of augmented reality in science learning. Procedia Computer Science, 25, 144–153. [Google Scholar]
  36. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43, 626-639. [Google Scholar]
  37. Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). California: Sage. [Google Scholar]
  38. Núñez, M., Quirós, R., Núñez, I., Carda, J. B., Camahort, E. & Mauri, J. L. (2008, July). Collaborative augmented reality for inorganic chemistry education. Paper presented at WSEAS International Conference Mathematics and Computers in Science and Engineering, Greece. [Google Scholar]
  39. Özarslan, Y. (2013). Genişletilmiş gerçeklik ile zenginleştirilmiş öğrenme materyallerinin öğrenen başarısı ve memnuniyeti üzerindeki etkisi. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir. [Google Scholar]
  40. Papatğa, E. (2016). Okuduğunu anlama becerilerinin scratch programı aracılığıyla geliştirilmesi. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. [Google Scholar]
  41. Retter, S., Anderson, C., & Kieran, L. (2013). iPad use for accelerating gains in reading skills of secondary students with learning disabilities. Journal of Educational Multimedia and Hypermedia, 22(4), 443-463. [Google Scholar]
  42. Romano, A. M. (2015). Using aurasma to promote literacy in deaf students. Master’s Thesis, University of California, San Diego. [Google Scholar]
  43. Sırakaya, M. (2015). Artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarıları, kavram yanılgıları ve derse katılımlarına etkisi. Doktora Tezi, Gaz, Üniversitesi, Eğtiim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  44. Sin, A. K., & Badioze-Zaman, H. (June, 2010). Live Solar System (LSS): Evaluation of an Augmented Reality book-based educational tool. Paper presented in International Symposium on Information Technology, Malaysia. [Google Scholar]
  45. Singhal, S. ,Bagga, S., Goyal, P. & Saxena, V. (2012). Augmented chemistry: Interactive education system. International Journal of Computer Applications, 49 (15), 1-5. [Google Scholar]
  46. Skinner, E. A., Kinderman, T. A.& Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525. [Google Scholar]
  47. Sumadio, D.D. & Rambli, D.R.A. (2010, March). Preliminary evaluation on user acceptance of the augmented reality use for education. Second International Conference on Computer Engineering and Applications’ da sunulan bildiri, Bali Island, Indonesia. [Google Scholar]
  48. Şahin, D. (2017). Artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin başarılarına ve derse karşı tutumlarına etkisi. Yyaınlanmamış yüksek Lisans Tezi, Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum. [Google Scholar]
  49. Thornton, T., R. (2014). Understanding how learner outcomes could be affected through the implementation of augmented reality in an introductory engineering graphics course. Unpublished doctoral thesis. North Carolina State University at Raleigh, North Carolina, USA. [Google Scholar]
  50. Tian, K., Endo, M., Urata, M., Mouri, K., & Yasuda, T. (2014). Multi-viewpoint smartphone ar-based learning system for astronomical observation. International Journal of Computer Theory and Engineering, 6(5), 396–400. [Google Scholar]
  51. Ülper, H. (2010). Okuma ve anlamlandırma becerilerinin kazandırılması. Ankara: Nobel. [Google Scholar]
  52. Vate-U-Lan, P. (2012, July). An augmented reality 3d pop-up book: the development of a multimedia project for english language teaching. Paper presented at the International Conference on Multimedia and Expo (ICME), Australia. [Google Scholar]
  53. Walczak, K., Wojciechowski, R. & Cellary, W. (2006, Novermber). Dynamic interactive VR network services for education. ACM symposium on virtual reality software and technology’ de sunulan bildiri, Cyprus. [Google Scholar]
  54. Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186. [Google Scholar]
  55. Wang, Y. (2000). Children's attitudes toward reading and their literacy development. Journal of instructional Psychology. http://www.Fmdarticles.Com/P/Articles/Mi_Mo FCG/İs_2_27/Ai_63365166/Print adresinden erişilmiştir. [Google Scholar]
  56. Wasko, C. (2013). What teachers need to know about augmented reality enhanced learning environments. TechTrends, 57(4),17-21. [Google Scholar]
  57. Wigfield, A., Guthire, J. T., Tonks, S. & Prencevich, K. C. (2004). Children’smotivation for reading domain specificity and instructional influences. TheJournal of Educational Research, 97, 299-309. [Google Scholar]
  58. Wojciechowski R. & Cellary W. (2013). Evaluation of learners' attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570- 585. [Google Scholar]
  59. Wu, H.K., Lee, S. W. Y., Chang, H. Y. & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41-49. [Google Scholar]
  60. Yıldırım, P. (2018). Mobil artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin fen ve teknolojiye yönelik tutumlarına ve akademik başarılarına etkisi. Yayınlanmamış yükseklisans tezi, Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ. [Google Scholar]
  61. Yıldız, M. (2010). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlığı arasındaki ilişki. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  62. Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C. & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541. [Google Scholar]
  63. Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: Anoverview and five directions for AR in education.Journal of EducationalTechnology Development and Exchange, 4(1), 119-140. [Google Scholar]
  64. Zipke, M. (2007). Metalinguistic instruction improves third graders’ readingcomprehension. Unpublished doctoral dissertation, University of New York, New York. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 4

August 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.